Title I Annual Parent Meeting Tuesday, September 11, 2018 at 6:00pm - - PowerPoint PPT Presentation

3310 Stonewall Tell Rd. College Park, GA 30349 (470) 254-3500 Title I Annual Parent Meeting

Tuesday, September 11, 2018 at 6:00pm

Stonewall Tell Elementary School

• Mission
• Vision

Discussion Item One – What Is a Title I School?

• How does our school spend Title I Money?
• How does our school participate in the Title I Program?

Discussion Item Two – What Are Our School’s Title I School-Wide Requirements? Discussion Item Three - What Is Our School’s Designation Status?

• What does this status mean?

Discussion Item Four – THE Stonewall Tell Elementary School-Wide Title I Program– Past and Present

What are our school-wide goals?

Agenda

Discussion Item Five– What Programs and/or Supports Are In Place to Help My Child? Discussion Item Six – What Curriculum Does Our School Use? Discussion Item Seven – What Tests Will My Child Be Taking?

• How do these tests measure my child’s progress?
• What proficiency level is my child expected to meet?

Discussion Item Eight – What Is Required By Law for Parent and Family Engagement?

• What is the district’s Parent and Family Engagement Policy?
• What is the school’s Parent and Family Engagement Plan?
• What is a School-Family Compact?

Discussion Item Nine – Is My Child’s Teacher Highly Qualified?

What is a parent’s right to know?

Discussion Items Ten & Eleven – What Is ESEA Public School Choice? & How is Title I Parental Engagement Money Spent?

Agenda

Discussion Item Twelve – What Opportunities Does the School Provide for Parent Engagement?

• What are some Parent engagement opportunities?
• What are some Volunteer Opportunities?
• What are parent-decision making opportunities/meetings/councils?

Discussion Item Thirteen – How Responsive Will the School Be to My Questions When Staff Is Contacted?

• Staff contact information.

Closing and Evaluations

Agenda

What drives our work?

“THE” Stonewall Tell Elementary School We’re not the norm…We’re the standard!

Sustaining The Essentials of Success

Stonewall Tell Elementary School Mission Statement The mission of Stonewall Tell Elementary School is to create and sustain a safe, culturally sensitive, and rigorous academic environment in which the power of "collective capacity" is used to identify and implement a diversity of research-based, technologically advanced strategies to advance teaching and learning, resulting in greater student academic performance.

Mission Statement

Stonewall Tell Elementary School Vision Statement The vision of Stonewall Tell Elementary School is to serve as a model school that epitomizes the concept of teacher leadership to bring about consistent increases in community Engagement and student academic achievement as evidenced by multiple academic performance measures. As leaders, learners, and collaborators, we will embrace the opinions of students, the local community, and colleagues for the purposes of ensuring that our students develop a commitment to lifelong learning. We will extend effective practices of the teaching and learning of 21st century skills by engaging in results-driven, standards-based, and job-embedded professional learning.

Vision Statement

Our School-wide Title I Program

Title I of the Elementary and Secondary Education Act

• r ESEA (formerly No Child Left Behind) provides

financial assistance to state and local educational agencies to meet the needs of at-risk students.

The goal of Title I is to provide instructional services and activities which support students in meeting the state’s challenging performance

• standards. Title I schools have a population in which greater than 40% are from

low-socioeconomic families. Title I schools identify the students at their schools who need the most educational/academic assistance based on the criteria that each school has chosen. Students do NOT have to be from low-socioeconomic families to receive Title I services. Goals are set for improving the skills of educationally disadvantaged students to measure their progress, and develop programs to support and/or supplement regular classroom instruction.

What is Title I?

First, the federal government provides funding to each state Then, State Educational Agencies send this money to school

• districts. How much

money each school receives is determined by the number of low- income students attending that eligible school. Finally, Title I Schools identify the students at their school who need the most educational /academic assistance based on the criteria that school has chosen.

How Does Our School Receive Title I Money?

How does our school spend the Title I money?

 Stonewall Tell utilizes Title I funds for

supplemental materials and supplies. These monies are also used to supplement staffing and to fund Extended Day programs.

How does our school participate in the Title I Program?

 Title I serves children through school wide programs and Targeted

Assistance Programs. Title I itself is not a program, but it is in fact supplemental funding.

 Targeted Assistance programs devise plans and programs to make

sure children served by Title I meet the same high quality standards

• f performance as their counterparts.

 At Stonewall Tell, Title I serves all children through a school-wide

model thus we have the autonomy to combine Title I funds with federal, state, and local funds to improve school programs.

 Administrators, teachers, and parents revise the school’s Title I

Program annually and a School Improvement Plan is written.

• Reward Schools (Title I) – comprised of the schools

with the highest performance or highest progress

• Priority Schools (Title I) – comprised of the

lowest achieving schools in the state based

• n the performance of all students
• Focus Schools (Title I) – comprised of the

schools with the biggest achievement gap between highest and lowest performing students

• Alert Schools (All schools) – comprised of schools

with subgroup or All results that are below a specific performance

State Accountability Measures

Stonewall Tell Elementary School currently has no designation. As a former Reward School (formerly a Georgia Title I Distinguished School). The designation of a Reward school is the highest, Priority is the next level, then Focus, and Alert is the lowest performance level designation.

What Is Our School’s Designation Status?

Strategic Planning

We discovered that there are areas for growth in all core subject areas of achievement. Achievement in these core subjects show a steady increase in several domains as students have moved to more rigorous content in third, fourth, and fifth grades. From the Georgia Milestones data results, the specific academic needs of all students will be addressed in the school-wide plan related to each specific subject and subgroups. As a district and school-wide initiative, our goals relate to having all students exceed the standards during the 2017-2018 school year.

STRATEGIC PLANNING

Strategic Plan 2018-2019 Building Our Future

The state created a new accountability system called the College and Career Ready Performance Index. The Index helps inform parents and the public how schools are performing in a more comprehensive manner than the pass/fail system previously in place under Adequate Yearly Progress (AYP). Georgia is one of 10 states granted a waiver from the federal No Child Left Behind Act in February 2012. CCRPI is designed around a comprehensive definition of college and career readiness, or the level of achievement required in order for a student to enroll in two or four year colleges, universities, and technical colleges without remediation, fully prepared for college level work and careers. This means that all students graduate from high school with both rigorous content knowledge and the ability to apply that knowledge.

College and Career Readiness Performance Index (CCRPI)

The Index supports the state's core educational principles:

• exemplary student achievement that prepares all for success in college and careers
• effective teaching and leadership in all schools
• innovative school improvement, particularly in low performing schools
• reduction in the duplicative reporting requirements for local school districts
• Each school receives a score out of 100 points, just like what students receive in their classes.
• A school and district's overall score is made up of three major areas: Achievement

(70 points possible), Progress (15 points possible) and Achievement Gap (15 points possible). In addition to the three major areas, schools can receive "Challenge Points" to add to their score (up to 10 points).

• They can receive these points if they have a significant number of Economically

Disadvantaged students, English Learner students and Students with Disabilities meeting expectations.

• They can also receive points for going beyond the targets of the CCRPI by challenging

students to exceed expectations and participate in college and career ready programs. In 2013-2014, schools began receiving ratings based on their financial efficiency and school climate, but these ratings will be for the public's information only as it will not factor into the overall CCRPI score.

College and Career Readiness Performance Index (CCRPI)

Strategic Themes

Instruction Professional Learning

Talent Development

Continuous Improvement Care

School-wide Programs

 Early Intervention

Program (EIP)

 Services for

Exceptional Children

 Talented and Gifted

Program (TAG)

 Extended Day  Response to

Intervention (RTI)

Stonewall Tell’s School-Wide Programs

The EIP Program is embedded into the school day to provide additional resources to help students who are performing below grade level to obtain the necessary academic skills to reach grade-level performance in the shortest possible time. It is a program that is state funded and contingent on the number of students scoring Level 1 on the CRCT. Stonewall Tell uses an integrated, Pull-Out Model where all EIP teachers pull out small groups of students for group instruction in the subject areas of math and reading during the day. In some instances, lower-primary teachers who have not been designated as EIP teachers, also conduct EIP interventions as a part of their daily instruction.

Early Intervention Program (EIP)

This program is designed to provide students with disabilities opportunities to participate in the curriculum, and activities of the school and community environments appropriate to the educational needs of students who qualify for this program.

Services for Exceptional Children

The Talented and Gifted Program (TAG) identifies gifted students based upon the State Board of Education Rule 160-4-2-38. All Fulton County Schools’ students are screened for the gifted program twice a year. Students must qualify in three of the four areas of multiple criteria in order to be eligible for gifted services.

Talented and Gifted Program (TAG)

 Junior Beta Club  Classroom Guidance  Girl Scouts  Boy Scouts  Broadcast Club  All-Pro Dads  S.T.Y.L.E. (Stonewall Tell

Young Ladies of Excellence)

 A.T.L.A.S. (Alliance To Lead

And Serve)

 Student Council  Safety Patrols  Jr. LEGO League  Technology Club/STEM

(Science, Technology, Engineering, and Math) and STEAM (Science, Technology, Engineering, Art, and Math) Clubs

Student Organizations & Clubs

Parent Organizations

The Stonewall PTA is a parent-led organization. The mission of the Stonewall Tell PTA is to improve achievement by increasing parental and community Engagement.

The PTA (Parent-Teacher Association)

The Stonewall SGC is also a parent-led organization. The mission of the Stonewall Tell SGC is to provide parents, school staff, and community members with a leadership role in the management of the school. The School Governance Council is a governing body that is representative of the community and the school, but operates under the control and management of the Board of Education. The Council is responsible for making decisions regarding the strategic direction of the school including:

• Approve the school's strategic plan and updates
• Approve the annual budget and annual resource allocations
• Interface with the school's Title I Committee
• Manage implementation of Digital Media Arts curriculum
• Participate in hiring of the principal (in the case of a vacancy)
• Provide annual feedback on principal performance

School Governance Council

Student Discipline and Responsibilities

• Our Vision: Is that all discipline processes, procedures and resources will promote student self-discipline and academic

achievement.

• Our Mission: To advocate and impose discipline in a manner that promotes self-discipline so that all students, specifically

students with discipline issues, will be educated to be responsible, productive citizens.

• We Believe In: Proactive Discipline (prevention and intervention) • Positive School Climate • Appropriate Consequences

(not punishment) • Excellence • Trust and Honest Communication • Common Understanding • Personal Responsibility • Commitment • Measured Results • Continuous Improvement • Stakeholder Partnership/Participation • Transparency and Accountability.

• Value Statements: The ultimate goal of discipline is self-discipline • Violations of the Student Code of Conduct require

imposition of appropriate consequences • School attendance is imperative for high student achievement • Like academics, positive behavior is taught and modeled • All students can learn.

• Every parent receives a copy.
• Teachers discuss with students.
• Disruptive students will not be allowed to interfere with instruction.

The Student Responsibility Cycle and Student Discipline (Prevention and Intervention)

The Curriculum and Data

On February 19, 2015, the State Board of Education (SBOE) voted to rename the ELA and Mathematics standards to the Georgia Standards

• f Excellence (GSE). The recently revised and SBOE approved ELA and

Mathematics standards for implementation beginning for the 2015- 2016 school year will be called the ELA and Mathematics Georgia Standards of Excellence (GSE). The Georgia Performance Standards (GPS) give clear guidelines for teaching the subjects, testing what students are learning, and the work students are doing. They explain the level of work (rigor) that allows a teacher to know "how good is good enough."

What Curriculum Does Our School Use?

Stonewall Tell Elementary School

Stonewall Tell elementary school

43 39 33 28 41 38 34 31 51.8 48.6 29.4 16.8 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Proficient & Distinguished

2015 2016 2017

Stonewall Tell elementary school

74 80 75 74 78 81 74 73 84.5 86 69.7 68.1 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Developing & Above

2015 2016 2017

Stonewall Tell elementary school

26 20 26 26 22 19 25 26 15.4 13.9 30.3 31.9 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Beginning Level

2015 2016 2017

3rd Grade

46.7 37.3 36.8 35.1 45.6 38.7 34.3 29.1 50 54.3 10 20 30 40 50 60 70 80 90 100 ELA Math Science Social Studies

Percentage of Students Proficient & Distinguished

2015 2016 2017

3rd Grade

74.2 81.1 79.8 80.7 78.9 82.8 78.4 80.8 82.8 91.4 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Developing & Above

2015 2016 2017

3rd Grade

26 19 20 19 21 17 22 19 17.2 8.6 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Beginning Level

2015 2016 2017

4th Grade

40 38.4 31.1 33.7 38.8 40.8 32.4 29.6 63.4 57.1 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Proficient & Distinguished

2015 2016 2017

4th Grade

72.1 77.9 70.5 67.9 77.1 85.4 78.4 70.4 90.2 88.6 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Developing & Above

2015 2016 2017

4th Grade

28 19 29 32 23 15 22 30 9.8 11.4 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Beginning Level

2015 2016 2017

5th Grade

42.3 42.9 33.5 24.2 38.1 33.1 33.1 26 42 34.5 29.4 16.8 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Proficient & Distinguished

2015 2016 2017

5th Grade

76.9 82.4 72 73.6 79 72.4 65.7 69.6 80.7 78.2 69.7 68.1 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Developing & Above

2015 2016 2017

5th Grade

23 18 28 26 21 28 34 30 19.3 21.8 30.3 31.9 20 40 60 80 100 ELA Math Science Social Studies

Percentage of Students Beginning Level

2015 2016 2017

State Assessments

The Iowa Test of

Basic Skills (ITBS)

The Georgia

Milestones Assessment

 The Georgia

Kindergarten Inventory of Developing Skills (GKIDS) Assessment

 Other State, District,

and Local Benchmark Assessments

What Tests Will My Child Be Taking?

The Iowa Tests of Basic Skills are norm-referenced tests. Fulton County mandates that the ITBS, a nationally norm-referenced test, be administered annually to students in grades three, five, and eight. The purpose of a norm- referenced test is to obtain information about the performance of Fulton County’s students and compare it with that of students in a national sample. The results are used for evaluation, decision-making, and instructional improvement. The scores are reported in percentiles and show how students compared with

• ther students across the nation. For example, if a percentile score was 66,

that school achieved a score that was as high as or higher than 66 percent of the other schools in the nation.

The Iowa Test of Basic Skills (ITBS)

The Georgia Milestones Assessment (GMA) is administered in grades three through eight. The test measures specific skills included in the Georgia core curriculum that are considered essential for continued academic progress. Georgia law, as amended by the A+ Education Reform Act of 2000, requires that all students in grades one through eight take the GMA in the content areas of Science, Social Studies, English/language arts (reading and writing), and mathematics. The assessment included both norm and criterion-referenced components, as well as extended, constructed, and selected response items.

The Georgia Milestones Assessment (GMA)

The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a year- long, performance-based assessment aligned to the state mandated content

• standards. The goal of the assessment program is to provide teachers with

information about the level of instructional support needed by individual students entering kindergarten and first grade. GKIDS will allow teachers to assess student performance during instruction, record student performance in an on-line database, and generate reports for instructional planning, progress reports, report cards, SST, and/or parent conferences. Throughout the year, teachers may assess students and record GKIDS data based on their system’s curriculum map or report card schedule. At the end of the year, summary reports and individual student reports will be generated based on the data the teacher has entered throughout the year.

Georgia Kindergarten Inventory of Developing Skills (GKIDS) Assessment

Which students are proficient? How do we know students are proficient?  Which students are not proficient? Why aren’t they proficient? What are we going to do about it? How will we enrich and extend opportunities for

students who are proficient?

DATA Driven Decisions and a Balanced Assessment Plan

Other Requirements

The purpose of Parent and Family Engagement under Title I, Part A is to promote active engagement among local educational agencies (LEA) administrators, school staff, parents, parent advocacy

• rganizations, parental Engagement liaisons,

community leaders, and others working to improve student achievement and academic success. Parent and Family Engagement is defined as the participation of parents and families in regular two-way and meaningful communication involving student academic learning and other school activities:



Parents and families play an integral role in assisting their child’s learning.



Parents and families are encouraged to be actively involved in their child’s education at school. 

Parents and Families are full partners in their child’s education and are included, when appropriate, in decision making as well as being a part

• f the advisory committees to assist in

the education of their child.



Parents and families carry out other activities as described in section 1118

• f the ESEA (Parental Engagement).



Parent Liaisons are assigned to Fulton County’s Title I schools. Parent Liaisons serve as a link between the schools and parents, relay the needs of

• ne to the other; educate teachers and

staff on how to communicate and work effectively with parents as equal partners.



Title I Parent and Family Engagement money is spent on parent workshops and resources.

What Is Required By Law for Parent and Family Engagement?

A School-Family Compact is a written commitment indicating how all members (school, students, and parents) agree to share responsibility for improved student achievement. The compact is designed to build and develop a shared partnerships to help children achieve the State’s high standards. Parents and families are encouraged to discuss the compact with their students and sign the compact together.

 Weekly communication  Periodic Title I Meetings to

discuss progress of the school

 GMA Night  Curriculum Night  Reading and Math Night  Science Extravaganza  Science, Technology,

Engineering, and Mathematics (STEM night)

 Career Week  School Governance Council

(SGC)

 Title I Committee

School-Family Compact and Opportunities for Volunteering/Parent and Family Engagement

In December 2015, the Every Student Succeeds Act (ESSA), the replacement for the Elementary and Secondary Education Act (commonly known as No Child Left Behind) was signed into law. With bipartisan support, ESSA allows states and local schools/districts to make education decisions that are best for their students, rather than overreaching federal

• requirements. The new law requires that states develop plans

that address standards, assessments, school and district accountability, and special help for struggling schools and students.

What is Elementary Student Succeeds Act (ESSA)?

High-quality leaders recruit and build capacity in all teachers to become high- quality, teacher leaders. In turn, these teacher leaders produce high-quality students to become tomorrow’s thought leaders today!

Is My Child’s Teacher Highly Qualified?

Budget Information

 Regular Teachers (K-5)  Special Education Teachers  Other Teachers (TAG, EIP,

Specialists etc.)

 Total  Instructional Para Professionals  Support Staff (Non-Teaching)

33 6 15 54 8 9

2018-2019 Budget Overview

Title I Budget

• $199,020.00

Operating Budget for 2018-2019

686

Actual Total K-5 Enrollment on the 10- Day Count for Friday, August 22, 2018

The Teacher The Grade-Level

• r Area Chairs

HIERARCHIAL PROCESS FOR RESOLVING CONCERNS

The Assistant Principals The Principal The Area Superintendent The Superintendent The Board of Education The Administrative Assistant

• Mr. Philip Hammonds- Principal

hammondsp@fultonschools.org

• Dr. Daphney Mills, Assistant

Principal millsd@fultonschools.org

• Mr. Terence Moody, Administrative

Assistant moody@fultonschools.org

• Mrs. Michelle Crawford, Curriculum

Support Teacher crawfordm8@fultonschools.org

• Mrs. Lisa Healy, Data Support

Specialist healyl@fultonschools.org

• Ms. Perander Broadwater, Parent Liaison

broadwaterp@fultonschools.org

• Mrs. Deanna Shoyoye, Counselor

shoyoye@fultonschools.org

• Dr. Selena McNeill, Media & Educational Tech

Instructor Mcneills@fultonschools.org

• Ms. Karriteshia Hooks, Int'l Baccalaureate

Coordinator Hooksk1@fultonschools.org

* A comprehensive list of staff e-mail addresses can be found on the school website

Responsiveness to Questions and Staff Contact Information

Alone we can do so little; together we can do so much

THANK YOU FOR ATTENDING

Please enjoy your Curriculum Sessions!